Matthew Simpson

Memory -Describing a personal memory - Intermediate level

Memory -Describing a personal memory Intermediate level

Description

In this lesson students will be listening to peoples personal memories and we will be covering new vocab to help them complete a variety of listening tasks.

Materials

No materials added to this plan yet.

No materials added to this plan yet.

Main Aims

To provide gist, detailed and specific information listening practice using a text about Memory in the context of Personal memories

Subsidiary Aims

To provide clarification, review and practice of Memories in the context of Personal memories

Procedure (38-40 minutes)

Warmer/Lead-in (3-5 minutes) • A brief opening stage to set the theme.

I will introduce a brief introduction to the lesson using images of my memories from the past.
Depending on the class size I will use pair or group discussions getting the students to discuss memories from their past. This will generate interest and help students understand the context of the lesson.

I will teach and provide the below blocking vocab that they may not be familiar with. This will be brief as I want the class to focus on the listening tasks.
TAME - when an animal has been trained to live with humans
TANGLED - when something is twisted together untidily. matted hair. tangled wires.
PERCH - When a bird sits/rests/roosts on an object typically a branch.
BLACK OUT - To become unconscious
CHOPPY - When it gets windy at sea and causes big waves
I will provide the below for these words...
Meaning
CCQ
Pronunciation
Form

I will provide a small listening task which will focus students on the general idea of the text. I will make sure students understand that they don't have to understand every detail or every word but just need to answer the questions.
Students will listen for the first time and check in pairs.

I will provide a task which requires students to listen more intensively and to pick out specific information and to understand deeper comprehension of the text.
Students will have time to look through questions and will listen for a second time.
PW will be used to check answers. If they need to listen again I will replay.
Students will listen for third and final time and check answers in pairs.
I will be prepared to play again if specific information has been missed.

Follow on: (10-15 minutes) • Free speech

Finally I will students a period of time for free speech and set a number of example topics to discuss on the board to assist them in the pair and group discussions.
Your favorite birthday?
Your favorite holiday?
A memory from your childhood
Your first car, was it a good car?
An achievement you are proud of.